Degree
Doctor of Philosophy (PhD)
Department
Human Resource Education & Workforce Development
Document Type
Dissertation
Abstract
The current study sought to test the relationship between course design, as described by the rubric produced by Quality Matters, and online university student performance. Due to the link between student motivation and active learning behaviors, and thus performance, it was predicted that the better-designed courses would facilitate student motivation. It was also predicted that goal orientation would moderate this relationship. While a significant relationship was observed between student motivation and course performance, no relationship was observed between course quality, as measured by the QM Rubric, and motivation, or performance. Only slight evidence was found for a moderating effect of goal orientation.
Date
10-24-2018
Recommended Citation
Harris, Joseph W., "COURSE DESIGN…ONLINE: HELPING STUDENTS PERFORM IN THE DIGITAL AGE" (2018). LSU Doctoral Dissertations. 4749.
https://repository.lsu.edu/gradschool_dissertations/4749
Committee Chair
Rizzuto, Tracey
DOI
10.31390/gradschool_dissertations.4749
Included in
Adult and Continuing Education Commons, Educational Assessment, Evaluation, and Research Commons, Instructional Media Design Commons, Online and Distance Education Commons